math and the minds eye activities 7
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math and the minds eye activities 7
Unit VII / Math and the Mind's Eye ActivitiesModeling Percentages & Ratios/T Introduction to PercentagesAreas and lengths are used to introduce the me math and the minds eye activities 7 eaning of percentage. Given the meaning of 100%. Students develop their own procedures for carrying out computations involving percentages.Kia Fractions, Decimals and PercentagesC.ÍỈỈ A portion of a quantity can be described in terms of a traction, a decimal, or a percentage. Ways of doing this, ani math and the minds eye activities 7 l of converting from one way to another, arc investigated.'S RatiosThe concept of ratio is introduced as a way comparing the number of black pieces tomath and the minds eye activities 7
the number of red pieces in collections of counting pieces.KE Percentages and Ratio ProblemsMi Diagrams and sketches arc used to solve story problemsUnit VII / Math and the Mind's Eye ActivitiesModeling Percentages & Ratios/T Introduction to PercentagesAreas and lengths are used to introduce the me math and the minds eye activities 7 fit student backgrounds and grade levels. A single activity can be extended over several days or used in pan.A catalog Ilf Math and the Mind’s Eye materials and teaching supplies is available from The Math Learning Center. PO Box 3226, Salem, OR 97302. 1 800 575-8130 or (503) 370-8130. Fax: (503) 37 math and the minds eye activities 7 0-7961.Learn more about Tile Math Learning Center at: swvw.mle.pdx.edu|4Math and the Mind's EyeCopyright o 1991 Thr Miih Lr.imirg Center.'1711 Muh Leamath and the minds eye activities 7
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oncluding the discussion, point out how percentages can be used to compare portions of differently sized quantities.Prerequisite ActivityUnit V, ActivUnit VII / Math and the Mind's Eye ActivitiesModeling Percentages & Ratios/T Introduction to PercentagesAreas and lengths are used to introduce the me math and the minds eye activities 7 ch student. Overhead transparencies as noted.Comments1.A master foi preparing an overhead ưansparency for use in Actions 1 and 2 is attached. Il is intended that only the lop half he shown the students in Action 1.The students will arrive at their Conclusion in a variety of ways. One way is to obser math and the minds eye activities 7 ve that more than half of region A is sliaded and less than half of region B is shaded, hence the greater portion of A is shaded.Some students may resmath and the minds eye activities 7
pond "R” since die area shaded in B is twice as large as tire area shaded in A. You can agree lliat die size of the shaded area in B is larger than thUnit VII / Math and the Mind's Eye ActivitiesModeling Percentages & Ratios/T Introduction to PercentagesAreas and lengths are used to introduce the me math and the minds eye activities 7 same size as square B, which square would have the larger portion of its area shaded.2.The students are likely to have more difficulty in reaching a conclusion than in Action I. Some may imagine enlarging square c by doubling the length of its sides so dial it IS die same size as D. In this case the math and the minds eye activities 7 sides of the shaded region will be doubled also, so that its area is 6 X 6 or 36. .Since D contains 39 shaded squares, a larger portion of D IS shademath and the minds eye activities 7
d.Unit VII / Math and the Mind's Eye ActivitiesModeling Percentages & Ratios/T Introduction to PercentagesAreas and lengths are used to introduce the meUnit VII / Math and the Mind's Eye ActivitiesModeling Percentages & Ratios/T Introduction to PercentagesAreas and lengths are used to introduce the meGọi ngay
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